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Republic of the Philippines

_."" lu % Department of Education


REGIOI{ W.A CALABARZO!{

ffi"u Gate 2 Karangalan Village


1900 Cainta, Rizal

ililililil
EPED-4A-02A-RM-1 8-537

TO ERINTENDENTS

FROM

SUBJECT ENHANCEMENT OF PEDAGOGICAT SKILLS IN TEACHING READING


IN THE MOTHER TONGUE AND BRIDGING PROCESS OF GRADE 2
DATE
September 13,2018

l. The Region through the Cuniculum ond Leorning Monogement Division wili
conduci o iroining on the Enhoncement of PedogogicolSkills in Teoching Reoding
in ihe Mother Tongue ond Bridging Process of Grode 2to be held on October 23-
27,2OlB in o venue to be onnounced loter in o seporote memorondum.

2. The troining oims to o) enhonce ihe ieochers' content knowledge ond


pedogogicol skills in different leorning oreos b) copocitote the school heods ond
one (1) select teocher/mentor for the conduct of the school-bosed Leorning
Action Cell {LAC} os o delivery modolity for teochers' continuous professionol
development progrom following o siondordize troining design ond develop
sustoinoble ond cosi-effective professionol development system for teochers.

3. The following ore ihe number of porticiponts per division ond the focol persons:

Division No. of Porliciponts Focql Persons


PSDS School MT/HT/ Key
Heod Teocher
ovite Province 5 6 I Felonie
losmonnos Urfy 3 4 6 Rodriguez
mus utty 0 4 6
lrene Corungoy
locoor Cily 3 4 6
ovite City 3 3 5
ienerol lnos 0 2 3
_o9uno Hrovrnce I 6 I Enelyn Bodillo
olombo City 3 4 6
ito. Roso City 6
Roquel Azur
3 4
iinon City 3 4 6
Sobuyoo City 3 4 6
Trunk Line: (o2) 682-5773 I 684-4914 / 647-7447
Fax: (02) 682-2t14
website r depedcalabarzon. ph
Facebook: DepEd R-4A Calabarzon
E-mail: re rsl14g-@dcped,-sqv-p-l\
DEPED-4A.RM-02-18. Page 2 of 2

Division No. of Porlicioonls Focol Persons


PSDS SH MT/HTI Key
Teocher
Sotonoos Prov 8 6 8 Fernondo
lotonsos City 3 4 6 Enriquez
onouon City 0 4 6
Loreto lloo
-ioo Citu 3 4 6
?izol Province 8 6 8 Dclisoy Torres
Aniioolo Citv 3 4 8 Michelle Arevolo
Quezon Prov 8 8 8 Joseph Joroso
3 4 6 Modesto Jaurige
-uceno Citv
ovobos Ciiv 0 4 6

4. The following ore the focilitotors:


No. Nome Division
Joseph Joroso Quezon Province
2 Modesto Jourioe Luceno City
3 Roquel Azur Binon City
4 Fernondo Enriouez lioo Citv
5 Jonothon Bernobe Cobuvoo Citv
6 Enelvn Bodillo Colombo Citv
7 Felonie Rodriouez lmus Citv
B Loreto lloo Botonoos Province
I Dolisov Torres Rizol Province
0 Guillermo Biloq Botonqos Province
Morio Michelle Arevolo Antioolo Ciiv
2 Cvnthio Lvn Hernondez Cobuvoo Ciiv
3 Zhermmerlv De Torres Binon Ciiv
4 Rodilvn De Vero Quezon Province
5 Rio Moteo Antioolo Ciiv
6 Zito Luis Medino Bocoor Ciiv
7 Cristino Lomson Bocoor Citv
B lrene Corunqov Covite Province
9 Molou De Romos Quezon Province
5. The division Educotion Progrom Supervisor in-chorge of MTB-MLE must submit the list
of porticiponts two {2) weeks before the soid dote ond must be signed by the SDS.
The focol persons sholl conduct o meeiing with the fcrcilitotors to discuss the pre-
troining deioils.
6. All porticiponts ore required to resister of https://tinyurl.com/M'lB-2-Tronino ond fill
out eoch item corefully. This will olso be the bosis of ihe nomes in the certificoies.
No Online Regisirotion No Porticipotion in ihe octuol lroining.
7. The Quolity Assuronce Division {aAD) ond Humon Resource Development Division
(HRDD)moy ossign supervisor/personnel who will hondle the on-site monitoring to
ensure quolity ond efficiency of the troining implementotion.
B. The focilitoiors ond the regionolstoff ore expected to be of the venue on Doy 1 ot
10:00 om ond the porticiponts should orrive before ihe opening progrom in the
ofiernoon. First meol to be served is AM Snocks ond the lost doy meolis PM Snocks.
9. All porticiponts ore entitled to o compensotory leove credit in lieu with the service
rendered on o weekend.
10. Trovel expenses of the focilitotors ond porticiponts sholl be chorged ogoinst the
locolfunds subject to the usuol occounting/ouditing rules ond regulotions.
I l. lmmediote disseminoiion of this Memorondum is direcied.
Republic of the Philippines
DEPART}IEI{T OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City, Philippines
Direct L ins (632) 633-7 202/ 687 4146 F ax (632| 63't -5057 Website:
oeheo
oEPATSEf,Tf OFEDUCahox

www.deped.gov.ph

,?ledautAotq Pt eqakdlte aad grfiaUaqc


MEMORAIVDIIM
DM-CI-2O18- OO2lg

Regional Secretar5r, ARMM


All Regional Directors

FROM: \4oRItA
k
.-l ur*'*DrGfrDtrUO
Undersecretary for Cu:riculupc and Instrrrction
$
ddro/
SUBJECT: GUIDDLIISES oil TIIE ITHLIZATIOIY or THt DOIPILOADED FuIlIDs FoR
THE RT(}IOilWIDE TRAIITIITGS OIY THE DIr.I.TNEIYT K TO 12 TEACHIIYG AIITD
LEARilII{c DELMBY PRo(}RAilS: PROFESSIOI{AL DE\IELOPUETT
COMPOIIEilTN

DATE:
\n
August 15,2018
'
I
'

As an olfshoot of ttre National Training of Trainers on {l) Pedagogical Retooling in Mathematics,


Ianguages, and Science {PRIMALS) for Grades 4-6 and Junior High Schoot; (2} Enhancement of
Pedagogical Skills in Teaching Reading in the Mother Tongue and Bridging Prrocess for Grade 2;
{3) Cross-Specialization Ttaining of Grade 7-10 Science Teachers on their Non-Major Science
Subjects; (4) Alternative Instructionat Delivery Practices; and {5) Senior High Schnol
Competency-Based learning, a regionwide training on each aforementioned K to 12 teaching and
learning deliver5r progmm shall be conducted by the regional oflices not later ttran October,
2018.

The regionwide trainingS on the abovementioned K to 12 teaching and learning delivery


programs aim to:
l.- enhance teachers'content knowledge and pedagogical skills in different learning areas;
2. capacitate tlre school heads and one {l) select teacher/mentor for the conduct of t}re
school-based Learning Action Cell pAC) as a delivery modality for teachers'continuous
professional development program following a standardized training design; and
3. develop sustainable and cost-effective professional development system for teachers.

To facilitate tle conduct of the regiouwide trainings, funds shall be downloaded to each region,
charged. to the 2018 HRTD funds. The funds to be dournloaded shall cover experxies for tlre board
and lodging of Bre participants and administrative cost and training materials. Breakdown of
fund allotment in elch program for each region are attached herewith for your reference (see
Annex).

For more information, all concerned may contact Mr. Denn'Marc P. Alayon at the Bureau of
Iearning Delivery-Teaching and Ifaming Division (BLD-TLD), 4* floor, Bonifacio Building,
DepEd Complex, Meralco Avenue, Pasig Cisr at telephone nos: (O2) 638-4799, l02l 687-2948,
celtphone no: OgeZ-f 26-9978, or through email address: derrnmarc.alayon@eped.gov.ph
.GUIDELIIIES OIT TIIE UTILIZATIOIT OF TIIE DOW1YLOADED FUITDS FCIR TIIE
REGIOIYWIDE TRAtrTIilGS OlT TIIE DIFFEREIST K TO 12 TTACIilrtG AITD LEARISIITG
DII,rTIERY PROGRAilS: PROEESSIOIIAL DTIIELOP}IEITT COMPOilETYT

I. Ratlonale
1. The Deparbaent of Education, tlrough the Bureau of Learning Delivery -
Teaching and Iearning Division IBLD-TLD) supports the field offices a:rd schools
in tlre delivery of quality basic education services for learners in ditrerent learni.ng
systems by designing innovative teaching and learning models, formulating
responsive policies and standards, and enhancing capacity of teacher-trainers for
relevant pedagogicaf skills resulting in improved learning outcomes. Furttrerrrore,
the BLD-TLD is ensuring tJre continuity of the implementation of various K to 12
Teaching and t-earning Delivery Programs.

2. As an offshoot of the National Training of Trainers on (1) Pedagogical Retooling in


Mathematics, Languages, and Science IPRIMALS] for Grades 4 to 6 abd Junior
Higtr School; l2l Enhancement of Pedagogical Skills in Teaching Reading in the
Mother Tongue and Bridging Process for Grade 2; (3) Cross-Spec,ializatisn
Training of Grade 7-L0 Science Teachers on tfieir Non-Major Science Subjects; (4)
Alternative Instmctional Delivery Practices; and (51 Senior High School
Competency-Based Irarning, a regionwide training on each aforementioned K to
12 teaching and learning delivery progra$ shall be conducted by the regional
offices not later than Octobe12OL8.

3. The components of the regionwide trainings on the aforementioned programs are:


a) establishment of baseline data {e.g., teacher and learners' profile, language
used by leamers, existirng and functional reading/literacy progxan, and support
mechan:isms at the ground level); b) materials development; c) development of
classroom-based $ormative) assessment protocol for literacy, communicative,
mathematical, and scientific skills; and d) professional development of teachers
and school heads.

4. These guid,elines shall cover the professional developmenf sqmponent of the said
pf0gra1ns.

II. Scope ofthe PoHcy


5. Tttese guidelines support the implementation of the aforementioned K to 12
teaching and learning delivery programs which also aim to develop a cost-
and sustainable professional development system through gchool-based
effective-
mentoring or learning partnership program for teachers and instructional
leaders.

III. Definltlon of Termr


6. For the purposes of tl.ese guidelines, th€ folowing terms are $efined and
understood as follows:

A. Learning Action Cetl (LAC) is ttre sustainable and cost-effective school-based


professio-nal d'evelopment system for teachers that aims' to continuously
improve tJreir practice and learners' achievement- In the context of TLD, it is
the third phase of the trainings.

B. Peilagogical Retooling in Mathematics, Langueges, ald Sclence


{PRIMALSI Progran. is a learning delivery prograrn for Key Stages 2- and 3
4 to 6 -and Grades 7 to 1O) that aims to address tlre least-learned
iCraAes
competencies in Mathematics, English, Filipino, and Science in order to
1
develop tne literacy, Comrnunicative, matlrem.atical, ald scientifc skills of
' Grades 4-1O learners by providing teachers with relevant, appropriate, and.
up-to-date content knowledge and instructional strategies.

C. Enhancement of Pedagogical SHlls in Teaching Reading in the Mother


Tongue and Bridging Process for Gitade 2 is a learning delivery program for
Key Stage 1 {Grade 2} that aims to enhance t}re pedagogical skills in teaching
reading in the Motlrer tongue of Grade 2 teachers, as well as the regional and
division supervisors in-charge of the Mother Tongue, and orient them on the
bridging process of languages.

D. Cross-Speclallzatflon traiUag of Grede 7-1O Science Teachexs or their


I[on-MaJor Sclence Subjects is a learning delivery program for Key Stage 3
(Grades 7 to 10) designed to develop and enlunce tl:e content and pedagogical
knowledge of Junior l{igh School Science teachers in teaching their non-mqjor
Science subjects.

t. Alternativc Instrnctional Delivery Fractlccs is a trearning delivery program


for Key Stage 4 {Grades 11 to 12} which *irns to present different
instructional media as educational altematives to enhance teacher's
strategies/approaches which will improve learning, aid teachers in creating
lesson plans and leanring situations using any instructional media such as
print, visual and audio, ICT related materials and other forms, and establish a
school-based technologl assisted learning program and sustainable
professional development system {school-based Mentoringllearning
Partrrership Proeraml SLAC)

F. Senior High School Coupetency-Based Learaing is a learning delivery


progra'n for Key Stage 4 (Grades 11 to 12) which aims to enhance on fhe
system of instruction, assessmenf and academic reporling based on Senior
High School learners' demonstration of the knowledge and skills learned and
mastered that are aligned on the competencies and standards set by tJre
DepEd.

IV. Policy fltatement


7. These guidelines provide details on ttre:
A. utilization of funds;
B. selection of schools; and
C. allocation of budget.
8. The regionwide trainings on tl:e abovementioned K to 12 teaching and learning
delivery programs aim fp;
A. enhance teachers' content knowledge and pedagogrcal skills in different
learning areas;
B. capacitate the school heads and orre fl) select teacher/mentor per idenffied
school for ttre conduct of tJ:e school-based Irarning Action Cell {LAC} as a
delivery modalit5r for teachers'continuous professional development progrern
following a standardized txaining design; and
C. develop sustainable and cost-effective professional development system for
teachers.

V- Procedrrre
9. Training Design
A. The profeseional devetropment component shall be done in three phases:
Phase 1: National Training of Trainers composed of Selected
Supervisors and Subject Matter Specialists;
Phase 2: Regionwide Training of Selected Supervisors, School Heads,
and Teachers; and
Phase 3: Mentoring through school-based I-ACs.

B. One teacher and a school head frcm selected schools per region will attend
the training programs. For the Schools Divisions and Districts, the district
and the division supervisors of the concerned learning areas will also attend
the training. The criteria for selecting participants for tlre regionwid.e training
can be found in Aaaex 1 of these guidelines.

C. The regionwide trainings will have tlre following cont€nts: unpacking the
curriculum, liter;acy across the curriculum, relevan! appropriate, a-nd up-to-
date content lcrowledge and instructional strategies, and classroom-based
assessment of ditrerent learning areas. Refer to annexes of these guidelines.
Annex 2 provides an ovewiew of tlre srhole training program. Annex 3 details
the guidelines for the school-based IA,C, which are to be implemented in the
third phase of the trainings. Ttre session guides, tnining videos, and
materials to be used by tlre trainers for the cond.uct of tlre regionwide
trainings and l,AC sessions shali be provided through an external drive which
will be delivered to each region via courier.
D. The regionwide trainings on the aforementioned programs shall be conducted
by the Curiculum arrd Learning Managenent Division (CLIVID) office of each
region.

10. Participating Schools


A. For programs which have already been established, tJre regionwide trainings
should be conducted for tlre purpose of expanding the implementation of the
programs. Relative to this, participating schools should be those with school
heads and teachers who have notyet been traine.

B. For recenfly introduced programs, panicipating schools should be the least


performing schools based on their performalce in the Early Language
Literacy and Numeracy Assessment (ELLNA) andlor National Achievement
Test (NAT).

C. In cases where diferent learning areas are concerned, each region should
strategize the clustering of schools as only one teacher/mentor will represent
each school in the training.

D. Thus, there is a need for each of the trained teacher/nentor representing


each of the learning areas to rotate to tlre clustered schools for tl:e conduct
of LAC sessions in their assigned leanring areas.

11. Allocation and Eligihle Expenses


A. The downloaded funds shall be utilized according to the detajled breakdown
showninAnnex 4.
B. The eligible expenses per activity are reflected as follows:

Activity Eligible E:rpenses


Regional Training Board and lodging
Pa5rment for rental of venue or equipment
Trainins materials
C. After the trainings, ttte School Heads and tlre teachers/mentors are exlncted
' to implement a school-based mentoring/learning partnerstrip program or the
school-based I*arning Action Cells {SLACs} using their regular school MOOE.

12. Procedures ficr Fund Release and Utilization


A. The DepEd Central Office has downloaded funds from the ?J.ta HRTD
F\rnds to the regional offices to suptrrort tlre conduct of the regionwide
trainings on t}re aforenentioned programs.

B. To facilitate avai}ability of funds, the Regional Office shall request the release
of Notice of Cash Allocation (NCA) from tlreir respective Department of
Budget Management Regional of;&ces {DBM-ROs).

C. Each region shall be accountable for the disbursement of funds based on the
eligible items and activities set forth in ttrese guidelines, and based on the
Regional Training Plan to be developed in tlre National Tfaining, subject to
the usual budgeting, accounting, auditing, and procurement rules and
regulations.

D. Each reglon must $ubmit the accomplishment reports on the utilization of


the support funds following the forrnat found in Anner 5 of tlrese guidelines.
The lilled-out accomplishment reports should be submitted to ttre email
address of t}e Bureau of Irarning Delivery-Teaching and learning Division
{BLD-TLD) : bld.tld@ileped. gov.ph

VI. Moaito'ring and Dvehatioa


13. To ensure the effective implementation of the afor,ementioned programs,
monitoring and evaluation should be conducted by tJ:e Division Supervising
Personnel using the attached monitoring tools developed by tJre National
Educators' Academy of the Philippines (NEAP) for the purpose of the program
{see Annex 6J.

VII. References
DepEd Order No. 12, s. 2015, *Guidelines on the Early Language Literacy, and
Numeracy Program: Professional Development Componenf
DepEd Order No. 33, s. 2016, "Guidelines on the Utilization of the 2016 trvery
Child A Reader Program Funds for the Early l,anguage Literacy, a:rd Numeracy
Program: Professional Development Componenf

DepEd Order No. 16, s. 2O17 - "Guidelines on the Allocation of Funds for Venue,
Meals and Snacks, a:ld Room Accommodation for Official Activities organized and
conducted by the Deparh.ent of Educationl

DepEd Order No. 2, s. 2018 - "Amendment to DepEd Order No. 15, s. 2017
(Guidelines on the Allocation of Funds for Venue, Meals and Snacks, and Room
Accommodation for Olficial Activities organized and conducted by the Department
of Education)'

VIII. EffectiviEr
14. These guidelines shall remain in force and effect, unless sooner repealed,
amended, or rescinded.
IX. List of Annexes
Annex L Selection Criteria for the Participants/Representatives to ttre
Regionwide Training
Anner 2 trainingDesigr
Annex 3 SIAC Guidelines
Annex 4 Budget Allocation per Region
Annex 5 Regionwide Training Accomplishment Report Form
Annex 6 LAC Monitoring and Evaluation Tools
Annex 1

Selection Crlteria for the Reglon*ide ltsitrirlgs on the Differeat


K to 12 Teaching aad Learaing Dellvery Programs
A. Critcria for Selecting hrticipants from tlee Selected Schools
1. The school head must attend the training program.
2. A teacher/mentor must be selected from the selected schools using the criteria
below. The bacherfmentor must:
2.L. be a master teacher {or arry equivalent}
2.2. be recommended by the schcol head, co-teachere andlor district
supenrisor as having the potentiat to facilitate l,AC sessions and support
fellow teachers.
2.3. have had previous experience as a trainer or facilitator
2.4. have had attended previous K to 12 training programs/
conferencesl seminarsl workshops
2.5. have participated in other courses/seminars/workshopsfconGrences
related to reading, literacy, and content larowledge and pedagogical skills
development
2.6. have sertred as chairprson or advocate of school arrd/ar community-
based activities related to reading and literacy
2.7, appreciate and p}ace high value on cultural diversily and multilingualism
2,8. be computer literate
2.9. have love and passion in teaching learners
z.LO. have agood command of English and Filipino
B. Criteria for Selecting District and Divisions Supervisors
1. District Supervisors who:
1-L. directly supewise the schools identilied
l-2. have a good command of English and Filipino
1-3. have had attended previous K to 12 training programs/
conferences/ seminars I workshops
L.4- be computer literate
z.lL- have had previous e4perience as a trainer or facilitator
15
"T'*T'#il;:''r'ihe
r Mathematics
. Science

1.6. # #**m to provide technical assistance to schools on reading


and literacy as as on the conduct of LACs
1ell
2. Division Supewisors who:
2.I- directly supervise the disticts of schools identilied
2.2. are able to create innovative and relevant empowerment progmms for
district supertrisors and school heads
2-3. meet the pertinent criteria specified for district supervisors in item B.1
above

1of1
NAfIONAI, TRAII{IITG OF TR.AIIITTRS OIT THE
PEDAGOGTCAL RETOOLIIIG llt trATIIEMATICS, LAilGUACESi, AISD SCIENCE rlOR JrntIOR IIIGH SCHOOL (PRTIUALS JIISI
o
May 27-25, 201.8, The A. Venue Hotel, Makati City x
N
PROGRAM OF ACTNryTIES
0r
ENGLISH
gq

DAYl DAY2 DAYS DAYl DAYS


TIME WednasdEv Thursdav Frldav
Mondev Tuesdev
8:00 - E:15 ilanagementof Leamlng
Defrnlng Words through Contert Maklng lnfennces and Predicting D eveloping Dlscipllnary Llteracy. I n tegr ating Educ aff o n al
andWord Analysls Oulcomes Meeling Reader and lask Technologyin hryllsh
Opsning Program
8:15 - 10:00 Demends

'10:00 - 10:15 llomina Brsak b

ffoling $ignffcrnf Defails toDnw


lnfetrlng Genanl ldood of the U lilidng Dtsdpllnary Ltter acy f o r IJtili zing l{e0gues ts, Vide os, f,
Selecfion lndependent Re adlng and W dting other Educ alion al lechnologf,
Gonclueions and ltake lnfennces
10r15 - 12:00 PrBlrminarfes + Ole nt#o n Iools in Englistt

o
=,
12:00 - 1:00 Lunch
-s
Hands.on Workshop on
Co mm u nic aliv e L a n guag e
Unpacklng he Englith Language Distingulsh@ FacE and Engeglng Leamen wtth Tnde lVebguesh, Videos, and oflr{.
Tea ching (CLO : B ackg round,
Ar$Cuntculum Opinions for Crllical Reading Boo*a ud DigitalTerts Educadanal TechnotogY Tool$n
1:00 - 2:45 Pinciples, and Practice
Engllsh

2:t[$ - 3:00 Aftemoon Break ( losing Program ,)


A. literacyAcross fte Wo rleshap : Eval ualing Tr ade
U nderstandlng ft glisfi Lenguage D eterm i ni ng Ca use-Effecf Currlculun: Changtng Paradign s BooK and Dlgital lexlsas
Leamerc(ELLs) Relalionshlp B. lntersecfran of Englhh Supplementary Leamlng
3:00 - 1:45
Lileracy Standads and $cierce Resources Ho ,me Swsef Home
Pnctice

eterni ni n g lexf lypes:


D Getilngthe Main ldeas and Tert Complexity In Content Devel oping Mutlillteracles I n
J oum alistic, Acadsmi c, Literaty, Suppofing Aetalls Areas; /mplice ti o n s fo r Engltsh
tl:45 - 6:30 and Scientifrc lnstuclion

6:30'7:30 Dinner
PEDAGOGICAL RETOOIING IN MATFIEMATICS, LANGUAGES, AND SCIENCE (PRIMALS) FOn IINIOR HIGII SCHOOL
Thc A, Vcnue Hotel, Makati Ave,, Mrkati Cit/
May 2l- 25,2all8
.
TRAININGMATRTX:gCIENCE
SECT|ON A
obl.adv.a!
1. €nhancs cootent knowledge and pegEgoglc.l stills of Gride 7 to 10 teachers fir Engltsh, Langu6ges and Scrtncc;
Z. Capacitate teachers in teaching the least learned competencles/crltical contents; and
Provide sustaina
sustainable and cos-effectlve development system for teachers Action Cells
;ijl+it1Hd,-:ii,-s.*+:f -..,.,.* i;4i*i-:1,1,D4Ylt.:,;Cr:Fi+{i;i l;i*xi{*1*"+;#€DAY2;=i'"*xig+'es::: i{eb;rri.ei:irD.AY3r.ll:a.Td Y!d*.t il4..i[.4,+DAYi i1-1,;.:;:..iil :DfY j:'j : '-r:-C;r _:+
7:45 - 8:00 AM Management of learning (MOt] )
8:00 - 10:00 AM Session 3l Sesslon 7: Session 11: *Sesslon 15:
Opening Program Dlffe re n tl oted ln str ucti o n : lnquiry-based Learnlng: SEs Litera cy Across Cu ni cu I u m Toward s M u lti-lite ro cies :
Tatlorlng Leorning for 27't lnstuctional Model Technology lntegrotion in
Plenary Talk: century skllls Ms. Nolda Castro Scienc€
The Joys ofTeaching Ms. Ma, Shielo Soet
Ms.Analyn Lumonag Ml Cynthia Ong
10:15 - 12:00 NN Session 4: Sesslon 8: Session 12r *Sesslon 15:
*Pre-Test Admlnstratlon Dffi re ntl ated I n stru c.,ion : IBL ond SEs on the Go .Engag lng Stude nts wlth Educational and Dlgital
Preliminary Sesslon Application ond Simulatlon Trodebooks & Digltol Texts Tools in Science
Ml Ednalyn Agbuya
Ms. Suzzeth Dlzon Ms, Helen Psdllla Ms Llgaya llagan

12:00 - 1:00 PM LUNCH BREAK


*Sesslon 1: *Reglonal Plannlng
1:00 - 3:00 PM Session 5: Session 9: Session 13:
Revislting ztn Century skills The Brain-based Learning : Why PBL? Problem-based Meeting Reader snd Task Post-Test Ad ml nistration
ln K to 72 Curriculum Whole Broin Thlnklng Learnlng ond the Ktol2 Demonds Closing Program
)
Stondards
Mr, tulleven Abrea Ml Divlm Groclo lazsreno Ms. Adefte Fabon
IYlr. Georqe Emanuel Martin
3:15 - 5:00 PM *Session 2: Sesslon 6r Sesslon 10t Sesslon 14:
Unpacking of Standards and Braln-bssed Learning Ledrning through PBL Obtoinlng, Evdlu atlng a nd
Leorn ing Progresslons & Slmulatlon Communicating I nformation I{OMESWEETHOME
Targets llr, flizal Andrade
Mr. Edelito Villamor Ms. Roxone Vlllqnueva
Mn Julleven Abrea
5:00 - 7:00 PM DINNER
*Sessions to be conducted ln Plenary.
NATIONALTRAINING OF TRAINERS ON THE
PEDAGOGICAL RETOOLING IN MATHEhIATICS, I-ANGUAGES AND SCIENCE FOR JUNIOR HIGH SGHOOL (PRIMALS JHS)
May 21-25,2018, The A, Venue Hotel, Makati City

PROGRAM OF AGTIVITIES (CLA,SS A) Mathcmaltcs

OAY { DAY 2 DAV 3 DAY4 DAYS


nilE Mar 22. Tuesdarr lllau 23- Wndnnedav Mev 24. Thursdav Mav 25. Frldav
Mav 2{, ilondav
8:00 - 8:15 Manasament of Leamlng
Sesslon 4: $esslon 9r Sesslon {4: Sestion 19:
Say What? lnterprell ng and Berhg Posilfre (or Negatlve): Bulldlng P roducts : ltuffiplying rlfafi,ng $ense of Dafa:
Openlng Progrant 0 rg a nlzlng D ah lVlth TechnologY
8d5 - {0:00 $olvfng WordProblems &ploring lnteger Op ertf ons and Factoting Po lynomlal s

A, P. Psflaf,orida M. Boda R, M, Queafis A.Uy )


10:00- t0!15 Momlno Braak
Sesslon 101
Session l5; Ssstlon 20:
Session 5r Spaoe EYproxation t Lilhat0omes Next? Whafs in the Center?
How ChlldrenLeamHath Un deretanding Pa rlm ster,
10:15- {2:00 Orlenhtlon Undenlandlng Pathrns an d U n d wlandl ng f,{eas ures of
Chvunlercncs and Area Through
Funcfions CentalTendency
J, A,0alpao Att
N. Barroso N, Barroso
M. Gallcla
12:00- 1:00 IUT{CH

Sesslon 1: Session 6: Sesslon ll: $esslon 16:


Un packin g the ll ath ematl cs fte AdolescentBrain and $pace Erplorallon l[ Ot Frogs and Cubes;
1;00- 2:tt$ Cuniculum ldrtfiamalics Undorstendirng $udace,{ree and Understandln g Quadnli c Closing Program
VolumeThroughArt Functione
J. R. Palattao . J, A. Galpao C, Pavedcio B. Mendoza

2:45 - 3:00 Afremoon Break

Seseion 2: Session 7: Sesslon l2: Session 17:


Id enlif ying Learnlng Pro gression Who Ate Morc? Representing tie Ealance:
Keaping Too Many lrlangles: ))
3:00 - 4:rl$ and Learntng largeb Fractions rs Egual ParE of a Undershnding Erpressioas and Understandin g T rlg a nom etrlc
Whole Equatlons Rnctions
J. R. Palattao M. G. Beloy iL Eorja B, Mendoza
HOII{E SffEEIHOII.IE
$assion 3: Sesslon 8: $eselon 13: Sesslon l8r
Eay W hat? T ea ch I ng llathem atics out ol a Hundred: Relaflng Power $hapes; Undersfanding Using Technology to Laam and
4:45 - 6:30 lo Engrisr? language leamers Fracfions, Decimals and Percens fuponenb and Polynomlals Practlce filath Skffls

A.ul, M. G. Beloy R. M. Queafio A,uv


6:30 - 7:30 D'IV'IJER
NationalTralning ofTnlners on the Enhancement of Pedagogical Skills In Teachlng Reading in the MotherTongue and Bridglng Process forGrade llTeachen
VISAYAS CTUSIER
May 7-11., 2018 atThe Oriemal Hotd Leyte

TIME DAY { April S0 DAY2 Mav I DAY 3 tlay 2 DAY 4 Mav 3 DAY Sttlay4
7:45-8:00 Management of Leaming (MOL)
8:00 - 10:00 Arival Session 2 Session 4 Session 6
MTBMLE in Grade ll Classroom-Based Differentlated Materials
and Fuller Approach Assessment lnstructions Development
ln Readlng ,l
(DR. GRETEL LAURA Contlnuation and.
(DR. ROSE cADtoNc) Presentatlon
MS. SHERLYN i'AE H.
10:00-12:00 Registration vtLLANEZA)
SANTIAGO
(Save the Childrcn) Planning forReglonal
Tralnlng
12:0011:00 Break
1:00-2:00 Opening Program Session 3 Session 5 Session 7 Simple Closing
Program
Two Track Method in Expliclt Teachlng ln Art of Questlonlng
Teachlng Filipino Grade ll (Developing Crltical Home Sweet Horne
Thinking Skills of
(DR. ARABELLA (DR. VTCTORTA
Grade llPupils)
soNrEGA) MANGASER)
(ilts. GLATRE )r
BARCELONA)

2:00 -5:00 $ession 1

Developmentdlly
Appropriate
Practices {DAP)
(MS. JOCELYN
TUGUINAYO

MOL c.o Region Vlll Region Vl Region Vll Region Vlll


Cross"Speclallzation Trainlng of G7 to 610 Science Teachers on their Non-Major Science SubJects
REGIONAT TRAI NIilIG OF TEA,CHERRS

INDICATIVE MATRIX OF ACTIVITIES


Objectives:
1' To provide teachers understanding of the basic knowledge on the Grade 7 to 10 science curriculum, learoing standards, competencies, and assessment;
2' To enhance knowledge and skills of the teachers both in content and pedagogy ln teaching science domains which is not their specializationi and
3. To continuously reflect on the cunent practices in teaching science in the Junior High School level.

'1'- ;1;r4e.r; ,:,'::+.ii:.D"i*,.$ ; ;.i-.;. i;,, i;'i.'.rPeY6i'i.:,'.'


1:1-l::.r:j.:
:'7:45,bim'r:r - :.'.1.:.j
-j
:---j.....nL -. ..-.:.=.;.
- i':--i: : :;:-;:,:f,ilAirbBenChtef-tbarriingi,.::ri::l:,: '':;-..:.r': -: : - .. 't. n-.i:,. lt-.i,:";

ffi
-tji.r;.-jl.,i;.;;,.,,:i_-.,'1'.+- :.:-:i.-.:'r..';:-.t":-.'-:.+ ,:'.,Jj-t,.,r1.;:1.,,-.+, .j.';-:i -: .i -: ': j::. '.
8:00 am
lBica.koui;|i.. i,i
Arrlval 'Least Leamid and
an+: 1 -_r, :-...rl
ReBlstratlon .Jsgght lbiplcs-in -:
l€'F' i66[d:f.'siidnce..:,
!".'
,' .lJ(i.i,-:i..i:';- 1-:il.
:-*-.lr:;, , ... ,-r. : ,-
'j!ii :':. ,...':t
l:.::jj';. !. -t. ..-

i-., : r:l -::'!.: r


ii'l:-'1 r:; '.. l. +l:i
Opening
F'-,-'.';; :, '.:i.. ;'41'
Program i.r:- ri+l
10:00 am ,L-i.l: .li:rl 'ti,j-
.1-i ; !r'.. ! -j.t-:]-i 1:l 'L
.- '-:-a.i":1/
.;-:+i:. -:,ir i:i-:;.
T "
-t:
!'rt'i
.,'," -t:,
l:., ::.
..;-:+i:.
:
:''.,.i:..:::
,t:
!.:,-.,'l:l+ : '.!
-,
_,1.-: :-.;: -i:l
ii::.
i' . .i,
::'.
;--
f::'
F:::.'
!'.. '-!.J'
:_i 'i rtl ' :'.:.1 ;;';::,
.:i
j ':!i !. :ii".i. lt-:: :::i_

1130 pm Ei€lk;rig1''r;"; -'.' Bigali1o!_ti; , ::.';. iBieakjbuli' '


, ,,,
PlenaryTalk Li",it Gimei ana Leriist.tb4_rpd and :
,t iq.ptlea'rnda,,
and updates Iau:Chi.lopigi.ln t rideltfgptcsin 'andTdulht." . ,
Grade'8 5ci6nce. ' Gr6de:19 Science, .tirpics in endi -.' t,
10 Science'. ::..- .,'
ij _
-r. ,: .
i' .:.f ''-.i ...

3100 prn
i.;:a : '

,'6iqq pm pfl'l.ryER -1.:f_;.:i.,,,i .;';:.';.1:.1.'-r,;.':,,,.;.:.;.,;i:'.,, ','i:;:.:.,. .i11 .i-.,t,..,::,1'_..t:'l-, 1.,'.r:,,1


.i'1
FOCUS SCIENCE DOMAIN MATTER FORCE, MOTIoN & ENERGY TIVING THINGS & ENVIRONMENT EARTH AND 5PACE
National Training of Trainers on the Enhancement of Pedagogical Skills in Teaching Reading in the Mother Tongue and Bridging
Process fior Grade tl Teacherc (MINDANAO CTUSIER)
May 1G2Q 2018
Cecille's Pension House, Zamboanga City
TIME DAY I llay 16 DAY 2 ilav {7 DAYS May 18 DAY4 Mav 19 DAY 5!,{ay 20
7:4$8:00 Management of Leaming (MOL)

8:00 - 10:00 Anival Sess'lon 2 Session 4 Session 6 Continuation of


Materials Devt. and
Dlfhrentiated ErpllcitTeaching in Art of Questlonlng
lnstruc$ons Grade ll (Developing GrtHcal
Presentatlon/Regional )
Exhiblt of Outputs (
Thinking Skills of
(DR. GRETEL (DR. VTCTOR|A
Grade ll Puplls) Planning for Regional
.LAURA CADIONG) trlAl{eASER}
Tralning
10:00-12:00 Regbtration (irs. cLAtRE
BARCELONA) Simple Closi,ng
Program

12:00-1:00 Break
1:00-4:00 Opening Program Session 3 Sesslon 5 Session 7 Home Sweet Home
ilTBtlLE in Grade ll Reading Glassroom-Based
and FullerApproach Comprehension Assessment
.in Readlng
(DR. ARAEELTA (irs. SHERLYN itAY
(DR. ROSE soNrEGAl SAilTTAGO) )
vrLLAprzu (
{Save the Children}

4:00 -5:00 Session 1 Odentatlon on


Developmental$ llaterlals
Appncpriate Development
Practlces (DAP)
(NEHTA B. CEDOI
(ils. JoGELYT{
TUGUINAYO}

)L c.o Region lX & X Region Xl & Xll Region CARAGA& Region lX


ARMM
Annex 3 Leamtag Actlon Cell Ghridelines

Gutdellne* for School-Bared Leamtng Actlon Cctln {SLl\Cr}

1. Ratlonate
l.L School-based Learning Action Cells (SLAC$ are consistent with tlre
procedures of Sclrool Based Management {SPyl' and School Improvement
ittans (SIP), but are moro focused on the teachinglearning processes. It is a
venue for contirruous and cost-effective in-seruice training and teacher
development. LACs pmvide an opportunity for teacher development. LACs
providi an opportunity for teactrss and colleagues to come together, and
iaU. atout pt-oies*io1rai topi"s. LACs can also function as support groups for
innovative practices that are errvisioned to solve problems at the school1evel.
LACs can serve as a safe environment aitnc{ to promote collaboration and
innovation, as tAC members review specific instructional concerns, and
work togetlrer on aetion plans for identified problems in their locality.

1.2 LACs are an altemative to tlre cascade model of teacher-training' b:stead


of a top-down process of solving and initiative-building, LACs capacitate
practitioners to solve school-based problems in schools. This is gro-unded on
lne iaea that problems in schools must be solved at the schoollevel.

2. ObJectlve
-2.I To enhalce the teaching-Iearning process th.at udll lead to improved
learners' achievement

3. Procedure
3.1 LACs are a form of School-Based In-Service Training (INSET). Following
the Framework for School or Cluster-Based INSET as described in the SBM
Operations Manual {2006}, ttrere are four basic steps or processes to follow'

3-2 Figure 1 shows the basic steps in conducting school or cluster-based


INSET.

Flgure 1: Fremework for tuhoot or Clueter-Bexd IIfSgf

r ldcntification of tr.rining r F.nrploymcntof r l)atcflnining


rre*rts <rr problems of appropri.rtc strale8i{s: ptrfornrancc r:fficacv
school prrsonnel through (e.g. Lnctures, Discussio& (e.9. impact on
'l'NA (ntir.v includc Practicunr, Clriantat i{rn, sturlrrnts)
instructionol problcms or Meetings, Cliniquing, r Alsessmenl of
least-learned skills, further Coachirrlg Workshol:s, t r.r i ning stra tt'g,ies

training on subicct matter etc,) r ApFlicationof skilb


contcnt, elc.) . llcvclopment of learnrtl irr training
. 9ettilrg dcsired obiectivcts instruc lional materials
. f)etermhring alterlriltavc 0tvl$)
strr'rtr.gi{$
. Correctivc
'nrcisutcs
r PolicI dccisiotu
. Itcassignment
r Retrainirrg

Page 1 of6
1-.
Annex 3 Learnlag Actlon Cell Guldellner :

3.3 Tlre cyclical scheme shown b tbe framework provides process continuity
and assures acontinuing grstem of improvenent

3.4 Within tlre Plandng Stage, LAC members are ocpccted to:

3.4.1 Assess or identiff a fradring or learntrg problem

3.4.2 Analyra, tJle problem and identi& causes and solutions

3.4"3 Abstract from tlre analysis, state desired outcomes, and


articulate proposed stratery or solution in four or five steps. Teachers
will prepare their individual action plans detailiag how they will apply
tlre proposed strategies into their teaching-learning processes. School
heads will also prepare action plans detailing how they will monitor
the effects of tlre proposed strategies.

3.5 Within the Implementatlon Stage, LAC membera are expected to act or
implement the proposed strategr.

3.6 Within the Enaluatlon Stage, LAC membera are er4pected to monitor tJle
effects of ttre strategr, and share their findings with the group.

3.7 Within the Follow up Stage, LAC members are c4pected to identiS areas
fs1 imFrovement or modification of tlre strategies, as well as communicate
their findings to other stalceholders (communit5r, sdrool division, etc.)

4. Compodtloa of LACI
4.L For stt'all schools, all teac,hers in the Key stage can convene
(for example, Kcy Stage 2: Grades 4 to 6 teachers).

4.2 For big schools, all teachers in a particular grade level can convene (for
sxarnpl€, all Grade 4 teachers).

4.3 For nulti-grade schoolq all teachers in tlre school can convene.

4.4 There should be a minimum of.2, e.lrrd a maximum of 15 members per


LAC grouping.

5, Erequency of LAC meetlngr

5.1 LACs shoufd be condrrcted on a urcekly or bi-vreekly basis. Each mceting


shouJd last for at least 2 to 4 hours. LACs should not be held less than two
times a month. LACs must not affect cl,ass time wittr learncrs.

6. LAC Toplcc

6.1 LAC topics are the identified priority needs (Enhancement of Content
Itrourledge, Pedagogical Skills, and Attitudes) of the Grades 4 to 6 teachers
based on tlre training designs of each learning area component
(Mathematicg English, Filipino, and Science) of ttre Pedagogical Retooling in
Mathematicg Languages, and Science (PRIMALS) Program (See Annex 2).
The provided session guides, training videos, and materials will aid tlee
conduct of LACs.

Page 2 of6
Arrnex 3 Learntng Action Cell Guldelines

7.LAC Facllltatlon
7. I Principals/School Heads
7.L.1- They should orgiurj"e and monitor LAC groupings and meethrgs-
7-1.2 They can a.ssign LAC facilitators or leaders, members, and
documenters for each group, but do not ne€€ssarily have to facilitate
LAC meetings themselves.

7.1.3 They should provide technicat assistance whenever possible.

7.2 L^C leaders

7.2.1 LArC leaders are assigned for eactr LAC topic. Members of ttre
seme group can take turns ae LAC leaders.
7.2.2 "Ihey a.re rosponsible for facilitating LAC sessions for their topic,
making sure that each LAC member contributes his or her ideas and
ou@uts collaboratively with others.

7.3 LAC m.embers

?.3"1 LAC members actively take part in the LAC meetings by


resoarching possible strategies for identified problems.

7-3.2 They are also reepansible for implementing tlre proposed


strategies and uonitoring effects of the implenentation

7.4LAC documentero

7.4.I LAe documerrters record dre minutes, agreernents, and next


steps of each LAC meeting.

7.4.2 'Ilrey will provide principals/school heads records of LAC


meeUngs asrequested.

8. LAC Ilosunentatlon

8.1 Attendance sheets should be filled out during each LAC session.

8-2 Several LAC sessions can be devoted to tl:e resolrrtion of a s1rccifi.c issue
or problem. tAC dccumsrtation for such sessions can be submitted
quarterly or bi-annually (dependrlng on the duration of the interventjon or
implementation), patterned after School Improvemerrt and Innovation
Projects (SIIF) reports, *ihichwould includ.e the fofiowing components:

8-2. L Problem/ Issue and Program Component involved

8.2.2 Background of the Froblem or Issue

8.2.3 Description of th.e Strategr or Identificd Solution

8.2. 4 Metlrodologies Uscd

Page 3 of 6
Annex 3 karning Actlon Gell GuideHner

8.2.5 Significance of the Results of th.e LAC Project

8.2.6 Receipts and Expenditures

8.2.7 Problems Met and Solutions Applied

8.2.8 Lessons karned and Recommendations for Replication and


Sustainability

9. Roles of Dlfferent Ofricer

9.1 School's Role

9.1.L PIan, implement, document, and evaluate LACs;

9.1.2 Integrate LACs in thc school's SIP/AIP;

9.1.3 Mobilize resources for t]re conduct of LACs;

9.1.4 Provide feedback to the District and Division (for example, which
topics are often discussed, which topics need more inputs, and which
policies/program s are working) ;

9.1.5 Share with and adapt LAC practices from other schools thereby
developing a culture of collaboration and continuous improvement;
and

9.1.6 Communicate LAC successes to stakeholders.

9.2 District and Division's Role

9.2.1 To publish and promote effective interventions generated from


LACs through LAC conferences

9,2.2 To scale-up and adopt effective LAC sra@gies / LAC good


practices and promote communities of good practice

9.2.3 To incentivize efiective LAC practices

9.2.4Tomonitor and evaluate LACs


9-3 Region's Role

9-3.1 To conduct monitoring and evaluation of LACs, DisLACs, and


DivLACs

9.3.2 To provide technical assistance to school divisions on scaling up


good practices

9.3.3 To shorvcase successful interventions through Regional LAC


conferences

9.3.4 To create conterrt and resources for LAC use

Page 4 of6
Annex 3 Learntng Adlon Cell Guld,eliaes :

9.3.5 To incentivize effective LAC sdtlr award.s and citations

9.4 Central Office's Role

9.4.1 To conduct monitoring and evaluation of LACs, DisLACs,


DivLACg and RLACs

9-4.2To create polieies on LACs

9.4.3 To provide technical assistance to Districtg Divisions, and


Regions

9.4.47o create content and resources for LAC use

9.4.5 To comrmunicate LAC succ€sses to stakehotrders

1O. Monttortng and Dsahrstlon Frameryork of LACs


l0.L Morltoring is the collection of data on the school's achral perlbrmance
in programs and projects agaiust the targets sct in the schools development
pla:rs, identification of problems and issues encounbred by the programs
and projects, and formulation of possible solutions to improve or correct
program and project inptrementation.

10.2 Esaluetton looks at the results. It involves tlre identification and


measurement of ttre overall teaching-learning outcomes of the school's
programs and projects against its stated goals and targets on student
achievement and participation of completion rates.

10.3 Results of tle md evaluation will be used to improve LAC


sessions, and determine the way LACs improve student performance as a
result of improved teaching arrd clasffoom assessment.

10.4 How do we know it is happening?

10.4.1 LAC menbers should sign attendance sfrreets every session.


School heads should consolidate these formg and prepare quarterly
or bi-an:rual reports on tle conduct of LACs which should include
dates of sessions, number of participants, and topics and issues
discussed or acted on.

LO.S How do we catqorize LAC interventions?


Prcpored Ca.tegorler cf LIIC lnterveu,tion
lbv Ptosram Coraoonentl
Curriculun
Instruction
Materials
Assessm.ent
Learnine Envirorrment
Teacher Development

LO.6 How do we m"easfllre effects?

Page 5 of 6
Annex 3 LearntngActlon Cell GuldeHner

10.6.1 LAC members share and report their o<periences on the


application of content and skills that tl'ey have learned through the
LAC sessions or tlre sohrtions tJrat tlee group tras agreed to
implement. Tlrese sharing ses.sions will be documented,

training gains
LO.6.2 School Heads should monitor the application of
in the classrooms by conducting classroom obsewations,
consultations with teachers, and/or looking at evaluation or test
resnrlts of leamers if applicable.

10.6.3 The M&E will depend on the categories of LAC intervention or


the program components involved in the LAC sessions epnducted.

11. LAC flnanctrg

11.1 The following must be allowed to charge to school's MOOEs:

11.1.1 Refresbments for LAC meetings

LL.L.2 School supplies needed for LACs

f L.1.3 Tlansportation for inter-school LACs (maximum of 4 times ps1


year, and only for MG schools)

11.1.4 Photocopy of professional development materials ba,sed on fair


use

Page 6 of 6
Republic of the Philippines
Delnrtment of Education
BURTAU OF LEARITIITG DELIVDRY p.s$rn
5n Fbor, Bonifacio Bldg., DepEd Complot
Meralco Avenue, Pasig Ci$

'Annex4
Budget Allocatton Per Region
REGIOIIWIDT TRAIilII{GS OIT THI
DIFFEREIVT K fiI12 TTACTilI{G AITD LEARNII{G DELIVERY PROGRAMS
FUNDS TO BE DOWNLOADED TO EACH REGION
Charged to the 2018 HRTD Funds
KTO 12 TLD !TO. OF PARTICIPAITTS Board aad fraUtng TOTAL
PROGRAMS
Tercherr/ T:rller! Totel hdgbg Materials
Parttctpantr and @?\soa /
Admlnr day for 5 Days
of Training
Pedagogical
Retooling in
Mathematics,
I 328 20 348 P2,61O,OOO.OO ?36,000.00 P2,646,O00.00
Languages, and
Science for Grades
4-6 IPRIMALS 4-6I
Enhancement of
Pedagogical Skills
in the Mother
2 Tongue and 294 2A 3lo P2,325,000.00 ?191,OOO.OO P2,516,0O0.00
Bridgrng Process
for Grade 2
Teachers
Pedagogical
Retooling in
Mathematics,
3 Languages, and 244 20 260 Pl,95O,OOO.OO P46,O00.00 ?1,996,O00.O0
Science for Junior
High School
IPRIMALS JHS}
Cross-
Specialization of
Grade 7-10 125
4 115 10 P1,687,500.0O ?15,700.00 ?1,703,200.0O
Science Teachers
on tleir Non-Major
Science Subiects
Alternative
5 Instructional 55 10 65 P487,500-00 P12,500.00 PsOO,O0O.00
Delivery Practices

Senior High School


(sH$)
6 1+5 10 155 P1,162,500.00 P37,500.00 ?1,200,000.00
Comirctency-Based
Learning
TCTTAI, \,263 n0,561,2(n00

Nqf€: An regionuide trainings on the aforemmtioned TLD Progran* should. be con&tctr,d. for 5 dags
?4Wt "CYoss-$paciati"rttion of Grade 7-10 &ience Ter'chqs ontheb NorvMajor Science Subjedso uhich
sllquld be conducted for 9 dags. These regionuide troinings should. be conducted. not ldter tlwn October,
20r8
Annex 5

RTGIOTWIDE TRAIT{II{G ACCOMPLISHITIEIYT RTPORT FORM


Titletf @oam: Region:
Amount Downloaded: Source ofFund:

Divislons Total lto. Total Target fiot 2OL7 Actual Reached


of Schools
$chools Reached as
of
December Dlv. psDs SH Teacher/ Total Dlv. PfTDS SH Teacher/ Total )
2,ot7 EPS Meator EPS Mentor

Write a brief report containingl


)
1. Training design followed

2, General comments and issues encountered

3. Stengths a:rd areas for improvement based on the accomplished training eva-luation forms submitted by the trainees

4. Training management

5. Recomnendations
A:rnex 5
NTGIOIYWIDE TRAIIIIIITG ACCOMPLI$IIMEI{T RTPORT FORM
Title of Program:
Divisions Cowred:

Tralning Batch fnclusive Dates Venue lTumber of Partlclpants

Division District School

Total No. of Batches Total No. of Participants;

Topics Covered Relevance of Session Guides Other Materials Used


check all that apply)

Write a brief report containing:


1. Training design followed
2. General cornments and issues encountered
3. Skengths and areas for improvement based on the feedback on the training
4. Training management
S. Recornmendations
Annex 6 ; Mouitosing and trrsluation Tools

scHooLBAsED LEARrff(i ACTTOIS CELI (SLACI ilOl{ITORTltc TOOL 1

To the Superrising Personnet

Please indicate your observations on the School-based LAC Implementation of


teaching and tearning delivery program by accomplishing the questionnaire below:

fit-le of Program:
Name of School:
Division: Date of Visit:

SCHOOT Lll'C UAIYAGEUEIYT {meybe accouplished once a semester}


Activities Yes lllo Commerrts Suggestions

1. The school has developed a


LAC Plan identi$ing ttre topics,
schedule, facilitators, and I"AC
groupings.

2. The school has identified LAC


leaders.

3. The school has identified


resources for the LAC
implementation.

4. The school has conducted an


orientation for the LAC-

Page I of5
/'\
Annex 6 LAC ilonitot{ng and, Evaluatioo Tools

scHooLBAsDD LEARrrtIrc acTroIT CELL {StACl UOI{rTORXIG TOOL 2

To tJee Superwising Perssnnel:

Please indicate your observations on tJ:e School-based LAC Implementation of


teaching rnd lsarning delivery program by accomplishing the questionnaire below:

Title of Pmgrarn:
Neme of School: District:
Division: Date of Visit:

Ll\c ACTMTIES / r"AC PROPER


Name of the LAC l,eader
Name of the LAC Facilitator
Name of the LAC Members
Name of the LAC Documenter
LAC Topic

TITE I"AC LEADER


Acttvitiec Yen l$o Coaneu'tr Sugestiom
BTFORT THI SESSION
Has secured resources for the LAC
session
Has prepared tJre venue for tlre LAC
session
DI'RIIIGTHE SISSIOI$
Observed the LAC session
Identilied the strengths and
weaknesses of the session and the
facilitator
AITTERTIIE SESSION
Conducted debriefing
Identified plans for improvement for
the ne:rt session
Gathered from the document€f, the
individual plans of ttre team members
Observed the implementation of tlle
plan
Gathered evidences of implementation
of the olan
Developed with members the next
session plan

THE LJTC FACILITATOR


Page 2 of5
/-\\
Annex 6 LAC Uonitorhg and Evaluation Tools

Activttier Yes IIo Commentr Suggertionr


BEFORT TIIE STSSIOIf
Has prepared a session guide
Has announced the schedule and
venue of the session

DURII{C TTII SESSIOS


Exhibited skills in liacilitating the
session
Managed the members' participation
Was able to successfully bring out
agreements
Used tlle materials appropriately
Atr'fER THD SESSIOfi
Dimussed wifh the LAC leader the
results of the session
Identified areas for improvement for
the session
Developed plan for improvement of the
session

THE I,AC MEMBTRS


Activitier Yes No Comg,entr Suggestioas
BEFORT THE SEISSIO$
Have obtained the information about
the LAC session
Have prepared relesant rnaterials for
the LAC session. where aoolicable
DTTRING THE SESSION
Were all present in the session
Actively participated in the diseussion
Observed nonns of behavior
Developed plans for implementation
AIPTER THI SESSIOII
Allowed the LAC leaders and other
rrpmbers to observe tl:e
irgplementation of plan in ttrc
classroom
Submitted to the LAC leader evidences
of implementation
Shared with others in informal
meetinss nractices

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Annex 6 LAC Monltoring and, Enaluatioo Tools

THT I,AC DOCI]DITITTER


Activities Yes IYo Comments Suggestione
BEFORE ?HD SESSIOil
Prepared the materials necessaqr for
documentation
Discussed with the facilitator and
LAC leader the manner of
documentation
I'I'HIHG TIIT SESSIOTT
Took dou.rrr the minutes of the
meeting, as well as the agreements
Gatjrered all documents
AT'TERTIIE SESSIOfi
Arranged the documents
Finalized the reports
Submitted the repor[ to t]re IAC
leader

Name ald Signature of Superuising Personnel:

N4me and Signature of LAC leaderlSchool Head:

Submitted to: Date:

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Annex 6 Monitodng and svatuatioa tools

scHooL-BAsED LEARTIrG ACTIO1V CELL ISLACI MOTSTTORTIIG TOOL S

To the District / Division LAC Coordinator:

Accomplish the LAC Implementation Report below.

School Contaet LAC School LAC !to. of LAC


details scbedule/ frequency Ilead/ Facllltatorc Groupings
(school {period of coverage, Lltc
phone, days, tfuncl Leader
email
address or
mobile
numberl

Prepared by:

Submitted to: Date:

Page 5 of 5

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